Cultural Competency Training of Medical Students among Trauma Patients: Training and Assessment Strategies

Author:

Shrivastava Saurabh RamBihariLal1,Shrivastava Prateek Saurabh2,Mendhe Harshal G1,Tiwade Yugeshwari R3,Mishra Vaishnavi H4

Affiliation:

1. Department of Community Medicine, Datta Meghe Medical College, Off-Campus Centre of Datta Meghe Institute of Higher Education and Research, Hingna Road, Wanadongri, Nagpur, Maharashtra, India

2. Department of Community Medicine, All India Institute of Medical Sciences, Vijaypur, Jammu, India

3. Department of Pathology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Sawangi, Wardha, Maharashtra, India

4. Department of Microbiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Sawangi, Wardha, Maharashtra, India

Abstract

ABSTRACT In the field of health care, cultural competency refers to the ability of healthcare professionals to acknowledge, respect, and accordingly respond to the varied needs, beliefs, values, and practices followed by persons and the communities they serve. The purpose of the current review is to explore the role of cultural factors and trauma experience, and identify the strategies that can be employed to train and assess medical students in cultural competency pertaining to trauma patients. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 21 articles were selected based on their suitability with the current review objectives. Cultural factors play a defining role in determining the experiences of trauma patients, and how these patients and family members perceive, cope, and recover from such traumatic events. To meet the diverse needs of the community, the medical curriculum has to be flexible and must include the component of cultural competency. Like any other domain, medical educators must plan for the assessment of cultural competencies while delivering trauma education, as it will provide insights into the readiness of the students to deliver culturally sensitive and effective care to trauma patients. In conclusion, the inclusion of cultural competency training within trauma care in the medical curriculum carries immense utility as it can help healthcare professionals to effectively communicate and respond to the varied needs of trauma patients, regardless of their cultural backgrounds. This calls for the adoption of a combination of teaching–learning methods and assessment methods by medical educators so that medical students can be empowered to deliver culturally sensitive medical care to trauma patients.

Publisher

Medknow

Reference21 articles.

1. Trainee perspectives on relational cultural therapy and cultural competency in supervision of trauma cases;Gómez;J Psychother Integr,2020

2. Patients'perceptions of cultural factors affecting the quality of their medical encounters;Naples-Springer;Health Expect,2005

3. The effect of educational intervention on intercultural communication: Results of a randomised controlled trial;Harmsen;Br J Gen Pract,2005

4. Cultural competence education for health professionals;Horvat;Cochrane Database Syst Rev,2014

5. Guidelines on multicultural education, training, research, practice, and organizational change for psychologists;Am Psychol,2003

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